Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Your goal is to rebuild the I-35 Minnesota bridge. Role:You are a team of engineers, and your job is to create a Bridge proposal in response to the Minnesota Department of Transportation Public Service Request. Audience:You need to convince the Minnesota DOT that your bridge proposal is the most efficient solution to rebuild the I-35 bridge. Situation:The challenge involves dealing with the collapsed bridge, and the rebuilding of a new, safer bridge. Product/Presentation:You need to develop a 3-D proposal in Google SketchUp, so that the State of Minnesota can restore passage across the Mississippi River. Standards (Criteria from both rubrics - product and presentation): Google SketchUp Rubric: Content 25%, Plan 20%, Appearance 15%, Construction- Care Taking 15%, Modifications/Testing 15%, Research 10% Oral Presentation Rubric: Comprehension 20%, Time-Limit 20%, Collaboration With Peers 20%, Pitch 15%, Readiness 15%, Posture/Eye Contact 10%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Wordle: Students will use Wordle technology to create a collage of where linear equations can be used in real-life applications.
•Comic Life: Students will use Comic Life to create real life examples, and compare them to examples used in class.
•Prezi: Students will use Prezi to create a game using linear and quadratic equations, and present is to the class.
•Instructables: Student will use Instructables to create a step by step instructional guide, and compare it with other students in the class.
•Quizlet: Students will create their own Quizes, that will include a variety of mathematical skills. This will help students gain mastery in mathematical order of operations.
•Blogger: Students will use Blogger to reflect on their experiences. They will discuss useful strategies, as well as things they have yet to understand.
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Pre-Assessment: Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second the will ask questions, and reflect things they wish to learn, and the things they have already learned.
•Checking For Understanding: Clickers, Exit Ticket, Make it a Priority, One Last Question, Whats Still Confusing Me, Thinking Diagram
•Timely Feed Back: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (CCSS)
•Linear equations are common and relevant in real life situations. •You can create equations in one variable, and inequalities, and use them to solve problems.
•Create equations and inequalities in one variable, and use them to solve problems.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Linear Equations
•Quadratic Equations
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
The state of Minnesota is going through an extreme crisis. The I-35 Bridge crossing the Mississippi River has collapsed due to structural issues. The eight-lane bridge provided passage to over 140,000 vehicles daily, including 5,700 commercial vehicles. The I-35 Bridge is heavily relied on for everyday transportation. The State of Minnesota Department of Transportation (DOT) have put out a Public Service Request (PSR) for teams of engineers to build a new, and safer bridge. Your job, as highly successful engineers is to create a 3-D bridge proposal using Google Sketch Up Technology. We are dealing with the collapse of a huge transport bridge used by thousands of people daily. It is essential to restore the passageway as soon as possible. We must prevent the reoccurrence of this collapse. The Minnesota DOT will be judging all the entered proposals. They will chose several possible bridge ideas. They will fly these select few teams to Minnesota to give an eight-ten minute presentation. If you can prove to them that your proposal is their best possible option, you and your team of engineers will be chosen to construct the new and improved bridge! NOTE: The team who is chosen to build this new bridge will receive a large bonus, upon finishing this bridge!!!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•Google SketchUp
•Oral Presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role:You are a team of engineers, and your job is to create a Bridge proposal in response to the Minnesota Department of Transportation Public Service Request.
Audience:You need to convince the Minnesota DOT that your bridge proposal is the most efficient solution to rebuild the I-35 bridge.
Situation:The challenge involves dealing with the collapsed bridge, and the rebuilding of a new, safer bridge.
Product/Presentation:You need to develop a 3-D proposal in Google SketchUp, so that the State of Minnesota can restore passage across the Mississippi River.
Standards (Criteria from both rubrics - product and presentation):
Google SketchUp Rubric: Content 25%, Plan 20%, Appearance 15%, Construction- Care Taking 15%, Modifications/Testing 15%, Research 10%
Oral Presentation Rubric: Comprehension 20%, Time-Limit 20%, Collaboration With Peers 20%, Pitch 15%, Readiness 15%, Posture/Eye Contact 10%
•Comic Life: Students will use Comic Life to create real life examples, and compare them to examples used in class.
•Prezi: Students will use Prezi to create a game using linear and quadratic equations, and present is to the class.
•Instructables: Student will use Instructables to create a step by step instructional guide, and compare it with other students in the class.
•Quizlet: Students will create their own Quizes, that will include a variety of mathematical skills. This will help students gain mastery in mathematical order of operations.
•Blogger: Students will use Blogger to reflect on their experiences. They will discuss useful strategies, as well as things they have yet to understand.
•Checking For Understanding: Clickers, Exit Ticket, Make it a Priority, One Last Question, Whats Still Confusing Me, Thinking Diagram
•Timely Feed Back: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
•You can create equations in one variable, and inequalities, and use them to solve problems.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Plan 20%
•Appearance 15%
• Construction- Care Taking 15%
•Modifications/Testing 15%
•Research 10%
•Time-Limit 20%
•Collaboration with Peers 20%
•Pitch 15%
•Readiness 15%
•Posture, and Eye Contact 10%